ERIC Number: EJ1076195
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 85
Nolen, Susan Bobbitt; Horn, Ilana Seidel; Ward, Christopher J.
Educational Psychologist, v50 n3 p234-247 2015
This article describes a situative approach to studying motivation to learn in social contexts. We begin by contrasting this perspective to more prevalent psychological approaches to the study of motivation, describing epistemological and methodological differences that have constrained conversation between theoretical groups. We elaborate on issues of the unit of analysis, the conceptualization of contexts, and the role of identity as a central construct. Finally, we argue that the design of learning environments and interventions to change learning environments are informed by attention to the relationships among meanings, identities, and motives in context. We illustrate our argument with examples of design-based research and design-based implementation research focused on motivation to learn in children and adults.
Descriptors: Learning Motivation, Learning Theories, Epistemology, Educational Psychology, Individual Differences, Individual Development, Self Concept, Identification (Psychology), Context Effect, Generalizability Theory, Difficulty Level
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: DRL- 1251595|DRL-1261892